2013-14 grade 4 rubrics - san francisco unified school...
TRANSCRIPT
San Francisco Unified School District
STANDARDS BASED REPORT CARD
Rubrics
Grade 4
English Language Arts
Mathematics
Social Studies
Science
Physical Education
SFUSD Common Core State Standards Based Report Card for English Language Arts Rubrics 1
FOURTH GRADE SBRC- A Working Document Do not alter without permission. SFUSD Humanities Department
FOURTH GRADE
Reading Standards for Literature and Informational Text
RL.4.1 & RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Performance Level
Indicators
Performance Description:
ELA Reading Literature.4.1 & RI.4.1
4 Exceeds
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
3 Meets
RL.4.1 & RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from
the text.
2 Approaching
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for the answers.
1 Emerging
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
SFUSD Common Core State Standards Based Report Card for English Language Arts Rubrics 2
FOURTH GRADE SBRC- A Working Document Do not alter without permission. SFUSD Humanities Department
RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
Corresponding ELD Standard: Part I. Interacting in Meaningful Ways
6. Reading/ Viewing Closely: Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly
and implicitly through language
Performance
Level
Indicators
Performance Description
ELA: Reading
Literature.4.2
4 Exceeds
Determine a theme of a
story, drama, or poem
from details in the text,
including how characters
in a story or drama
respond to challenges or
how the speaker in a
poem reflects upon a
topic; summarize the text
3 Meets
RL.4.2 Determine a theme
of a story, drama, or
poem from details in the
text; summarize the text.
2 Approaching
Recount stories, including
fables and folktales from
diverse cultures;
determine their central
message, lesson, or moral
and explain how it is
conveyed through key
details in the text.
1 Emerging
Recount stories, including
fables and folktales from
diverse cultures, and
determine their central
message, lesson, or moral.
Proficiency Level Descriptors in English Language Development
Part I: Interacting in Meaningful Ways: 6. Reading/Viewing Closely Lifelong Language Learning: Students who have exited the Bridging level benefit from occasional linguistic support in
their ongoing learning of English. Students continue to build increasing depth and complexity in comprehending and
communicating in English in a wide variety of contexts.
Bridging
ELD Part I. 6: Reading/Viewing Closely
a) Describe ideas, phenomena, and text elements in detail based on close reading of a variety of grade-level texts with
light support. b) Use knowledge of morphology and linguistic context to determine the meaning of unknown and
multiple- meaning words on familiar and new topics.
Exit: Students can communicate effectively with various audiences on a wide range of familiar and new
topics to meet academic demands in a variety of disciplines. Students can read, with limited difficulty, a
variety of grade-level texts and comprehend concrete and abstract topics, recognizing subtleties in a variety
of communicative settings.
Enter: Students are able to engage in complex academic activities with light linguistic support. Students read
increasingly complex texts at grade level and comprehend many abstract topics. Students begin to recognize
language subtleties in a variety of communicative settings.
Expanding
ELD Part I. 6: Reading/Viewing Closely
a) Describe ideas, phenomena, and text elements in greater detail based on close reading of a variety of grade-level
texts with moderate support. b) Use knowledge of morphology, linguistic context, and reference materials to
determine the meaning of unknown words on familiar topics.
Exit: Students can use English to learn and communicate about a range of topics and academic content in
more complex, cognitively demanding situations. Students read increasingly complex grade level text while
relying on context and prior knowledge to obtain meaning from print. Students comprehend detailed
information with fewer contextual clues on unfamiliar topics.
Enter: Students are able to engage in complex academic activities with moderate support. Students can
read a variety of grade-appropriate texts with simple sentences. Students are able to comprehend
information on familiar topics and on some unfamiliar topics.
Emerging
ELD Part I. 6: Reading/Viewing Closely
a) Describe ideas, phenomena, and text elements based on close reading of a select set of grade-level texts with
substantial support. b) Use knowledge of frequently-used affixes and linguistic context, reference materials, and
visual cues to determine the meaning of unknown words on familiar topics.
Exit: Students have basic English communication skills in social and academic contexts. They start to respond
to more varied communication tasks using learned words and phrases with increasing ease. Students can read
brief grade-appropriate text with simple sentences and mostly familiar vocabulary and comprehend a
sequence of information on familiar topics.
Enter: Students are able to engage in complex academic activities with substantial support. Students have
limited receptive and productive English skills and can read very brief grade appropriate text with simple
sentences and familiar vocabulary. Students comprehend frequently used words and basic phrases in
immediate physical surroundings.
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SFUSD Common Core State Standards Based Report Card for English Language Arts Rubrics 3
FOURTH GRADE SBRC- A Working Document Do not alter without permission. SFUSD Humanities Department
RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
Corresponding ELD Standard: Part I. Interacting in Meaningful Ways
6. Reading/ Viewing Closely: Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly
and implicitly through language
SFUSD Common Core State Standards Based Report Card for English Language Arts Rubrics 4
FOURTH GRADE SBRC- A Working Document Do not alter without permission. SFUSD Humanities Department
Performance
Level
Indicators
Performance Description
ELA: Reading
Informational Text.4.2
4 Exceeds
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
3 Meets
RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
2 Approaching
Determine the main idea
of a text; recount the key
details and explain how
they support the main
idea.
1 Emerging
Determine the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
Proficiency Level Descriptors in English Language Development
Part I: Interacting in Meaningful Ways: 6. Reading/Viewing Closely
Lifelong Language Learning: Students who have exited the Bridging level benefit from occasional linguistic
support in their ongoing learning of English. Students continue to build increasing depth and complexity in
comprehending and communicating in English in a wide variety of contexts.
Bridging
ELD Part I. 6: Reading/Viewing Closely
a) Describe ideas, phenomena, and text elements in detail based on close reading of a variety of grade-level
texts with light support. b) Use knowledge of morphology and linguistic context to determine the meaning
of unknown and multiple- meaning words on familiar and new topics.
Exit: Students can communicate effectively with various audiences on a wide range of familiar
and new topics to meet academic demands in a variety of disciplines. Students can read, with
limited difficulty, a variety of grade-level texts and comprehend concrete and abstract topics,
recognizing subtleties in a variety of communicative settings.
Enter: Students are able to engage in complex academic activities with light linguistic support.
Students read increasingly complex texts at grade level and comprehend many abstract topics.
Students begin to recognize language subtleties in a variety of communicative settings.
Expanding
ELD Part I. 6: Reading/Viewing Closely
a) Describe ideas, phenomena, and text elements in greater detail based on close reading of a variety of
grade-level texts with moderate support. b) Use knowledge of morphology, linguistic context, and reference
materials to determine the meaning of unknown words on familiar topics.
Exit: Students can use English to learn and communicate about a range of topics and academic
content in more complex, cognitively demanding situations. Students read increasingly complex
grade level text while relying on context and prior knowledge to obtain meaning from print.
Students comprehend detailed information with fewer contextual clues on unfamiliar topics.
Enter: Students are able to engage in complex academic activities with moderate support.
Students can read a variety of grade-appropriate texts with simple sentences. Students are able
to comprehend information on familiar topics and on some unfamiliar topics.
Emerging
ELD Part I. 6: Reading/Viewing Closely
a) Describe ideas, phenomena, and text elements based on close reading of a select set of grade-level texts
with substantial support. b) Use knowledge of frequently-used affixes and linguistic context, reference
materials, and visual cues to determine the meaning of unknown words on familiar topics.
Exit: Students have basic English communication skills in social and academic contexts. They start to
respond to more varied communication tasks using learned words and phrases with increasing ease.
Students can read brief grade-appropriate text with simple sentences and mostly familiar vocabulary
and comprehend a sequence of information on familiar topics.
Enter: Students are able to engage in complex academic activities with substantial support.
Students have limited receptive and productive English skills and can read very brief grade
appropriate text with simple sentences and familiar vocabulary. Students comprehend
frequently used words and basic phrases in immediate physical surroundings.
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SFUSD Common Core State Standards Based Report Card for English Language Arts Rubrics 5
FOURTH GRADE SBRC- A Working Document Do not alter without permission. SFUSD Humanities Department
RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a
text.
Corresponding ELD Standard: Part II. 1 Understanding text structure
Performance
Level
Indicators
Performance Description
ELA: Reading Informational Text.4.5
4 Exceeds
Compare and contrast the overall
structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events,
ideas, concepts, or information in two or
more texts.
3 Meets
RI.4.5 Describe the overall structure (e.g.,
chronology, comparison, cause/effect,
problem/solution) of events, ideas,
concepts, or information in a text or part
of a text.
2 Approaching
With prompting and support, describe the
overall structure (e.g., chronology,
comparison, cause/effect,
problem/solution) of events, ideas,
concepts, or information in a text or part
of a text.
1 Emerging
With prompting and support, define basic
text structures (e.g., chronology,
comparison, cause/effect, problem/
solution).
Proficiency Level Descriptors in English Language Development
Part II: Learning About How English Works:
1. Understanding Text Structure
Lifelong Language Learning: Students who have exited the Bridging level benefit from
occasional linguistic support in their ongoing learning of English. Students continue to
build increasing depth and complexity in comprehending and communicating in English in
a wide variety of contexts.
Bridging
II.1. Understanding text structure: Apply understanding of how different text types are
organized to express ideas to comprehending texts and writing cohesive texts.
Exit: Students can communicate effectively with various audiences on a wide range
of familiar and new topics to meet academic demands in a variety of disciplines.
Enter: Students are able to engage in complex academic activities with light
linguistic support. Students
Expanding
II.1. Understanding text structure: Apply understanding of how different text types are
organized to express ideas to comprehending texts and writing texts with increasing
cohesion.
Exit: Students can use English to learn and communicate about a range of topics
and academic content in more complex, cognitively demanding situations.
Enter: Students are able to engage in complex academic activities with
moderate support.
Emerging
II.1. Understanding text structure: Apply understanding of how different text types are
organized to express ideas to comprehending texts and writing basic texts.
Exit: Students have basic English communication skills in social and academic
contexts. They start to respond to more varied communication tasks using learned
words and phrases with increasing ease.
Enter: Students are able to engage in complex academic activities with substantial
support. Students have limited receptive and productive English skills.
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SFUSD Common Core State Standards Based Report Card for English Language Arts Rubrics 6
FOURTH GRADE SBRC- A Working Document Do not alter without permission. SFUSD Humanities Department
RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Performance Level
Indicators Performance Description: Reading Informational Text 4.9
4 Exceeds
Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
3 Meets
RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
2 Approaching
Compare and contrast the most important points and key details presented in two texts on the same topic.
1 Emerging
Compare and contrast the most important points presented by two texts on the same topic.
Range of Reading and Level of Text Complexity for Literature and Informational Text
RL.4.10 & RI.4.10 By the end of year, read and comprehend literature, including stories, dramas, and poetry, and informational texts, including history/social
studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Performance Level
Indicators
Exceed Proficient
P Meets
Approaching Needs more time to
practice and develop
N N
Reading Standards for Literature and Informational Text RL.4.10 & RI.4 .10
Instructional Level Expectations for Reading
T1 F&P P/Q Q
DRA 38 40
T2 F&P Q R
RO
DRA 40 40
T3 F&P R S
DRA 40 40
4th
Grade
Lexile Range 771 - 830
SFUSD Common Core State Standards Based Report Card for English Language Arts Rubrics 7
FOURTH GRADE SBRC- A Working Document Do not alter without permission. SFUSD Humanities Department
Writing Standards
W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Performance Level
Indicators Performance Description: ELA Writing 4.1
4
Exceeds
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
· Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to
support the writer’s purpose.
· Provide logically ordered reasons that are supported by facts and details.
· Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
· Provide a concluding statement or section related to the opinion presented.
3
Meets
W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
· Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to
support the writer’s purpose.
· Provide reasons that are supported by facts and details.
§ Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
· Provide a concluding statement or section related to the opinion presented.
2
Approaching
Write opinion pieces on topics or texts, supporting a point of view with reasons.
· Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
· Provide reasons that support the opinion.
· Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
· Provide a concluding statement or section.
1
Emerging
Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the
opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
SFUSD Common Core State Standards Based Report Card for English Language Arts Rubrics 8
FOURTH GRADE SBRC- A Working Document Do not alter without permission. SFUSD Humanities Department
W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Performance Level
Indicators Performance Description: ELA Writing 4.2
4
Exceeds
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
· Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g.,
headings), illustrations, and multimedia when useful to aiding comprehension.
· Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
· Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
· Use precise language and domain-specific vocabulary to inform about or explain the topic.
· Provide a concluding statement or section related to the information or explanation presented
3
Meets
W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
· Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations,
and multimedia when useful to aiding comprehension.
· Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
· Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
· Use precise language and domain-specific vocabulary to inform about or explain the topic.
· Provide a concluding statement or section related to the information or explanation presented
2
Approaching
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
· Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
· Develop the topic with facts, definitions, and details.
· Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
· Provide a concluding statement or section
1
Emerging
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding
statement or section.
SFUSD Common Core State Standards Based Report Card for English Language Arts Rubrics 9
FOURTH GRADE SBRC- A Working Document Do not alter without permission. SFUSD Humanities Department
W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Performance
Level
Indicators
Performance Description: ELA Writing 4.3
4
Exceeds
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
· Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds
naturally.
· Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of
characters to situations.
· Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
· Use concrete words and phrases and sensory details to convey experiences and events precisely.
· Provide a conclusion that follows from the narrated experiences or events.
3
Meets
W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event
sequences.
· Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds
naturally.
· Use dialogue and description to develop experiences and events or show the responses of characters to situations.
· Use a variety of transitional words and phrases to manage the sequence of events.
· Use concrete words and phrases and sensory details to convey experiences and events precisely.
· Provide a conclusion that follows from the narrated experiences or events
2
Approaching
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
· Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
· Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters
to situations.
· Use temporal words and phrases to signal event order.
· Provide a sense of closure
1
Emerging
Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and
feelings, use temporal words to signal event order, and provide a sense of closure.
SFUSD Common Core State Standards Based Report Card for English Language Arts Rubrics
10
FOURTH GRADE SBRC- A Working Document Do not alter without permission. SFUSD Humanities Department
Speaking and Listening
SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts,
building on others’ ideas and expressing their own clearly.
SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to
the remarks of others.
SL.4.1d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
Corresponding ELD Standards:
Part I. 1. Exchanging information and ideas with others through oral collaborative conversations on a range of social and academic topics
Part I. 3. Offering and supporting opinions and negotiating with others in communicative exchanges
SFUSD Common Core State Standards Based Report Card for English Language Arts Rubrics
11
FOURTH GRADE SBRC- A Working Document Do not alter without permission. SFUSD Humanities Department
Performa
nce Level
Indicators
Performance Description:
ELA Speaking and Listening 4.1
4
Exceeds
Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse
partners on grade 4 topics and texts, building on others’
ideas and expressing their own clearly.
· Pose and respond to specific questions by
making comments that contribute to the
discussion and elaborate on the remarks of
others.
· Review the key ideas expressed and draw
conclusions in light of information and
knowledge gained from the discussions
3
Meets
SL.4.1 Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 4 topics and texts, building on
others’ ideas and expressing their own clearly.
SL.4.1c Pose and respond to specific questions to
clarify or follow up on information, and make comments
that contribute to the discussion and link to the remarks
of others.
SL.4.1d Review the key ideas expressed and explain
their own ideas and understanding in light of the
discussion.
2
Approach
ing
Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse
partners on grade 4 topics and texts, building on others’
ideas and expressing their own clearly.
· Ask questions to check understanding of
information presented, stay on topic, and link
their comments to the remarks of others.
· Explain their own ideas and understanding in
light of the discussion.
1
Emerging
Participate in collaborative conversations with diverse
partners about grade 4 topics and texts with peers and
adults in small and larger groups.
· Ask for clarification and further explanation as
needed about the topics and texts under
discussion.
Proficiency Level Descriptors in English Language Development
Part I. Interacting in Meaningful Ways:
1. Exchanging Information and Ideas
3. Offering Opinions
Lifelong Language Learning: Students who have exited the Bridging level benefit from occasional
linguistic support in their ongoing learning of English. Students continue to build increasing depth
and complexity in comprehending and communicating in English in a wide variety of contexts.
Bridging
Part I. 1. Exchanging Information and Ideas: Contribute to discussions by listening attentively,
following turn-taking rules, and asking and answering questions.
Part I. 3. Offering opinions: Offer opinions in conversations using an expanded set of learned
phrases (e.g., I think/don’t think X. I agree with X, but . . .), as well as open responses, in order to
gain and/or hold the floor or add in formation to an idea.
Exit: Students can use English to communicate effectively with various audiences on a
wide range of familiar and new topics to meet academic demands in a variety of
disciplines.
Enter: Students are able to engage in complex academic activities with light linguistic
support. Students can express a variety of personal needs, ideas, and opinions using
extended, more elaborated discourse.
Expanding
Part I. 1. Exchanging Information and Ideas: Contribute to discussions by listening attentively,
following turn-taking rules, and asking and answering questions.
Part I. 3. Offering opinions: Offer opinions in conversations using an expanded set of learned
phrases (e.g., I think/don’t think X. I agree with X.), as well as open responses, in order to gain
and/or hold the floor.
Exit: Students can use English to learn and communicate about a range of topics and
academic content in more complex, cognitively demanding situations.
Enter: Students are able to engage in complex academic activities with moderate support.
Students can express a variety of personal needs, ideas, and opinion using short sentences.
Emerging
1. 1. Exchanging information and ideas: Contribute to conversations and express ideas by asking
and answering yes-no and wh- questions and responding using gestures, words, and simple
phrases
3. Offering opinions: Offer opinions and ideas in conversations using a small set of learned
phrases (e.g., I think X.), as well as open responses.
Exit: Students have basic English communication skills in social and academic contexts.
They start to respond to more varied communication tasks using learned words and
phrases with increasing ease.
Enter: Students are able to engage in complex academic activities with substantial
support. They have limited receptive and productive English skills.
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SFUSD Common Core State Standards Based Report Card for English Language Arts Rubrics
12
FOURTH GRADE SBRC- A Working Document Do not alter without permission. SFUSD Humanities Department
SL.4.3 Identify the reasons and evidence a speaker provides to support particular points
Corresponding ELD Standards:
Part I. 5. Listening actively to spoken English in a range of social and academic contexts
Performance
Level
Indicators
Performance Description
ELA Speaking and Listening 4.3
4 Exceeds
Summarize the points a speaker or media
source makes and explain how each claim
is supported by reasons and evidence,
and identify and analyze any logical
fallacies.
3 Meets
SL.4.3 Identify the reasons and evidence
a speaker or media source provides to
support particular points
2 Approaching
Ask and answer questions about
information from a speaker, offering
appropriate elaboration and detail.
1 Emerging
Ask and answer questions about what a
speaker says in order to clarify
comprehension, gather additional
information, or deepen understanding of
a topic or issue.
Proficiency Level Descriptors in English Language Development
Part I. Interacting in Meaningful Ways
5.Listening Actively
Lifelong Language Learning: Students who have exited the Bridging level benefit from
occasional linguistic support in their ongoing learning of English. Students continue to build
increasing depth and complexity in comprehending and communicating in English in a wide
variety of contexts.
Bridging
I.5 Listening Actively: Demonstrate active listening of read-alouds and oral presentations by
asking and answering detailed questions with minimal prompting and light support
Exit: Students can communicate effectively with various audiences on a wide range of
familiar and new topics to meet academic demands in a variety of disciplines.
Enter: Students are able to engage in complex academic activities with light linguistic
support. Students
Expanding
I.5 Listening Actively: Demonstrate active listening of read-alouds and oral presentations by
asking and answering detailed questions with occasional prompting and moderate support
Exit: Students can use English to learn and communicate about a range of topics and
academic content in more complex, cognitively demanding situations.
Enter: Students are able to engage in complex academic activities with moderate
support.
Emerging
I.5 Listening Actively: Demonstrate active listening of read-alouds and oral presentations by
asking and answering basic questions with prompting and substantial support
Exit: Students have basic English communication skills in social and academic contexts.
They start to respond to more varied communication tasks using learned words and
phrases with increasing ease.
Enter: Students are able to engage in complex academic activities with substantial
support. Students have limited receptive and productive English skills.
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SFUSD Common Core State Standards Based Report Card for English Language Arts Rubrics
13
FOURTH GRADE SBRC- A Working Document Do not alter without permission. SFUSD Humanities Department
SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support
main ideas or themes; speak clearly at an understandable pace.
Corresponding ELD Standards:
Part I. 12. Selecting and applying varied and precise vocabulary and other language resources to effectively convey ideas
Performanc
e Level
Indicators
Performance Description: ELA
Speaking and Listening.4.4
4
Exceeds
Report on a topic or text or
present an opinion, sequencing
ideas logically and using
appropriate facts and relevant,
descriptive details to support
main ideas or themes; speak
clearly at an understandable
pace
3
Meets
SL.4.4 Report on a topic or text,
tell a story, or recount an
experience in an organized
manner, using appropriate
facts and relevant, descriptive
details to support main ideas or
themes; speak clearly at an
understandable pace.
2
Approachin
g
Report on a topic or text, tell a
story, or recount an experience
with appropriate facts and
relevant, descriptive details,
speaking clearly at an
understandable pace.
1
Emerging
Tell a story or recount an
experience with appropriate
facts and relevant, descriptive
details, speaking audibly in
coherent sentences.
Proficiency Level Descriptors in English Language Development
Part I: Interacting in Meaningful Ways
12. Selecting Language Resources
Lifelong Language Learning: Students who have exited the Bridging level benefit from occasional linguistic support
in their ongoing learning of English. Students continue to build increasing depth and complexity in comprehending
and communicating in English in a wide variety of contexts
Bridging: 12. Selecting language resources a) Use a wide variety of general academic and domain-specific words, synonyms,
antonyms, and figurative language to create precision and shades of meaning while speaking and writing.
b) Select a variety of appropriate affixes for accuracy and precision.
Exit: Students can use English to communicate effectively with various audiences on a wide range of familiar
and new topics to meet academic demands in a variety of disciplines.
Enter: Students are able to engage in complex academic activities with light linguistic support. Students can
express a variety of personal needs, ideas, and opinions using extended, more elaborated discourse.
2. Expanding: 12. Selecting language resources a) Use a growing number of general academic and domain-specific words,
synonyms, and antonyms to create precision and shades of meaning while speaking and writing. b) Select a
growing number of frequently used affixes for accuracy and precision.
Exit: Students can use English to learn and communicate about a range of topics and academic content in
more complex, cognitively demanding situations.
Enter: Students are able to engage in complex academic activities with moderate support. Students can
express a variety of personal needs, ideas, and opinion using short sentences.
3. Emerging: 12. Selecting language resources a) Use a select number of general academic and domain-specific words to create
precision while speaking and writing. b) Select a few frequently used affixes for accuracy and precision.
Exit: Students have basic English communication skills in social and academic contexts. They start to
respond to more varied communication tasks using learned words and phrases with increasing ease.
Enter: Students are able to engage in complex academic activities with substantial support. They have
limited receptive and productive English skills.
BR
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SFUSD Common Core State Standards Based Report Card for English Language Arts Rubrics
14
FOURTH GRADE SBRC- A Working Document Do not alter without permission. SFUSD Humanities Department
Reading Standards: Foundational Skills
RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding words.
Language
L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.4.1c Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
L.4.1d Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
L.4.1f Form and use prepositional phrases.
L.4.1g Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.4.2a Use correct capitalization.
L.4.2b Use commas and quotation marks to mark direct speech and quotations from a text.
L.4.2c Use a comma before a coordinating conjunction in a compound sentence.
L.4.2d Spell grade-appropriate words correctly, consulting references as needed.
L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions,
emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when
discussing animal preservation).
Note that the math sections of the 2014-2015 SBRC should be completed using the
generic rubric provided below. Rubrics will be revised for the 2015-2016 school year.
MATH RUBRIC for 2014-2015 4 – Exceeds In addition to “Meets”, student demonstrates the use of inferences and
applications that are in-depths or beyond what was taught.
3 – Meets In addition to “Approaching”, students demonstrated consistent
understanding of the simple and complex ideas and processes. There are no major errors
or omissions when identifying and articulation the key concepts of the content.
2 – Approaching In addition to “Below”, student demonstrates understanding of the
simple ideas and process, there are no major errors or omissions when identifying and
articulation the key concepts of the content. However, the student demonstrates little
understanding of the more complex ideas and processes with major content errors or
omissions.
1 – Below Student demonstrated little understanding of the simpler ideas and processes
and no understanding of the complex ideas and processes. There are major errors or
omissions when identifying and articulation the key concepts of the content.
SFUSD credits the Sunnyvale School District for its district rubrics.
4th Grade San Francisco Unified School District
STANDARDS BASED REPORT CARD
Social Studies
Rubrics
PERFORMANCE LEVEL PERFORMANCE DESCRIPTION SCORE KEY
4Exceeds
3Meets
2Approaching
1Below
4 – Exceeds In addition to “Meets”, student
demonstrates the use of inferences and
applications that are in depths or beyond what
was taught:
3 – Meets In addition to “Approaching”, students
demonstrated consistent understanding of the
simple and complex ideas and processes. There
are no major errors or omissions when identifying
and articulation the key concepts of the content:
2 – Approaching In addition to “Below”, student
demonstrates understanding of the simple ideas
and process, there are no major errors or
omissions when identifying and articulation the
key concepts of the content. However, the student
demonstrates little understanding of the more
complex ideas and processes with major content
errors or omissions:
1 – Below Student demonstrated little
understanding of the simpler ideas and processes
and no understanding of the complex ideas and
processes. There are major errors or omissions
when identifying and articulation the key concepts
of the content:
HISTORY/SOCIAL SCIENCE
Standard: 4.1 Knows the geographic features of California regions.
• Creates a map with a coordinator grid system.
• Hypothesizes the ability for a community to grow based on the geographical features
surrounding it.
• Explains and uses the coordinate gird system to determine the absolute locations of
places.
• Describes the various regions of California, including how their characteristics and
physical environments (e.g. water, landforms, vegetation, climate) affect human
activity.
• Explains the effects of geographical features on the growth of towns.
• Uses maps, charts and pictures to describe how communities in California vary in
land use, vegetation, wildlife, climate, population, density, architecture, services, and
transportation.
• Identifies the state capital.
• Distinguishes between the North and South Poles, the equator and the prime
meridian, the tropics, and the hemispheres.
• Identifies the locations of the Pacific Oceans, river, valleys, and mountain passes.
• Locates California on a map.
• Attempts to name Pacific Ocean, major rivers, bays and mountain ranges.
SFUSD credits the Sunnyvale School District for its district rubrics.
4th Grade San Francisco Unified School District
STANDARDS BASED REPORT CARD
Social Studies
Rubrics
PERFORMANCE LEVEL PERFORMANCE DESCRIPTION SCORE KEY
4Exceeds
3Meets
2Approaching
1Below
4 – Exceeds In addition to “Meets”, student
demonstrates the use of inferences and
applications that are in depths or beyond what
was taught:
3 – Meets In addition to “Approaching”, students
demonstrated consistent understanding of the
simple and complex ideas and processes. There
are no major errors or omissions when identifying
and articulation the key concepts of the content:
2 – Approaching In addition to “Below”, student
demonstrates understanding of the simple ideas
and process, there are no major errors or
omissions when identifying and articulation the
key concepts of the content. However, the student
demonstrates little understanding of the more
complex ideas and processes with major content
errors or omissions:
1 – Below Student demonstrated little
understanding of the simpler ideas and processes
and no understanding of the complex ideas and
processes. There are major errors or omissions
when identifying and articulation the key concepts
of the content:
HISTORY/SOCIAL SCIENCE
Standard: 4.2 Knows about the people of California (pre Columbian to Mexican Ranch).
• Deduces how the geographical features of a region affected the lives of California
Indians.
• Compares the lives of two different California Indian nations.
• Discusses the major nations of California Indians, including their geographical
distribution, economic activities, legends and religious beliefs.
• Describes how the California Indians depended on, adapted to, and modified the
physical environment by cultivation of land and use of sea resources.
• Lists attributes of the California Indian nations.
• Identifies how the California Indians depended on the physical environment.
• Recognizes California Indian nations from a list.
SFUSD credits the Sunnyvale School District for its district rubrics.
4th Grade San Francisco Unified School District
STANDARDS BASED REPORT CARD
Social Studies
Rubrics
PERFORMANCE LEVEL PERFORMANCE DESCRIPTION SCORE KEY
4Exceeds
3Meets
2Approaching
1Below
4 – Exceeds In addition to “Meets”, student
demonstrates the use of inferences and
applications that are in depths or beyond what
was taught:
3 – Meets In addition to “Approaching”, students
demonstrated consistent understanding of the
simple and complex ideas and processes. There
are no major errors or omissions when identifying
and articulation the key concepts of the content:
2 – Approaching In addition to “Below”, student
demonstrates understanding of the simple ideas
and process, there are no major errors or
omissions when identifying and articulation the
key concepts of the content. However, the student
demonstrates little understanding of the more
complex ideas and processes with major content
errors or omissions:
1 – Below Student demonstrated little
understanding of the simpler ideas and processes
and no understanding of the complex ideas and
processes. There are major errors or omissions
when identifying and articulation the key concepts
of the content:
HISTORY/SOCIAL SCIENCE
STANDARD: 4.3 4.4 Understands the economy, society, and politics of California and events leading to statehood.
• Writes a journal from the point of view of an immigrant.
• Compares the immigration patterns in California to those in a similar state.
• Understands the story and lasting influence of the Pony Express, Overland Mail
Service, Western union, and the building of the transcontinental railroad.
• Explains how the Gold Rush transformed the economy of California.
• Discusses immigration and migration to California since 1850.
• Discusses the effects of the Great Depression, the Dust Bowl, and World War II on
California.
• Describes the development and locations of new industries since the turn of the
century and important trade links with the Pacific Basin.
• Traces the evolution of California’s water system into a network of dams, aqueducts,
and reservoirs.
• Describes the history and development of California’s public education system.
• Analyzes the impact of 20thcentury Californians on the nation’s artistic and cultural
development.
• Identifies key twentieth century Californians from a list.
• Identifies industries that boomed during this time period from a list.
• Identifies the most common reasons for immigration to California
• Defines immigration, migration, settlement, transcontinental, industry.
SFUSD credits the Sunnyvale School District for its district rubrics.
4th Grade San Francisco Unified School District
STANDARDS BASED REPORT CARD
Social Studies
Rubrics
PERFORMANCE LEVEL PERFORMANCE DESCRIPTION SCORE KEY
4Exceeds
3Meets
2Approaching
1Below
4 – Exceeds In addition to “Meets”, student
demonstrates the use of inferences and
applications that are in depths or beyond what
was taught:
3 – Meets In addition to “Approaching”, students
demonstrated consistent understanding of the
simple and complex ideas and processes. There
are no major errors or omissions when identifying
and articulation the key concepts of the content:
2 – Approaching In addition to “Below”, student
demonstrates understanding of the simple ideas
and process, there are no major errors or
omissions when identifying and articulation the
key concepts of the content. However, the student
demonstrates little understanding of the more
complex ideas and processes with major content
errors or omissions:
1 – Below Student demonstrated little
understanding of the simpler ideas and processes
and no understanding of the complex ideas and
processes. There are major errors or omissions
when identifying and articulation the key concepts
of the content:
HISTORY/SOCIAL SCIENCE
STANDARD: 4.5 Understands the structures, functions, and powers of local, state, and federal government.
• Creates visual representation of the California government system.
• Analyzes a currently proposed California law and identifies the pros and cons.
• Discusses how California became a state and how its new government differed from
those during the Spanish and Mexican periods.
• Understands the purpose of the California Constitution, its key principles, and its
relationship to the U.S. Constitution.
• Describes the similarities and difference among federal, state, and local
governments.
• Explains the structures and functions of sate governments, including the roles and
responsibilities of their elected officials.
• Describes the components of California’s governance structure (e.g. cities, and towns
Indian Rancherias and reservations, counties, school districts.
Discusses what the U.S. Constitution is and why it is important.
Defines government, constitution, federal, and laws.
SFUSD credits the Sunnyvale School District for its district rubrics.
4th Grade San Francisco Unified School District
STANDARDS BASED REPORT CARDScience Rubrics
PERFORMANCE LEVEL PERFORMANCE DESCRIPTION SCORE KEY
4Exceeds
3Meets
2Approaching
1Below
4 – Exceeds In addition to “Meets”, student
demonstrates the use of inferences and
applications that are in depths or beyond what
was taught:
3 – Meets In addition to “Approaching”, students
demonstrated consistent understanding of the
simple and complex ideas and processes. There
are no major errors or omissions when identifying
and articulation the key concepts of the content:
2 – Approaching In addition to “Below”, student
demonstrates understanding of the simple ideas
and process, there are no major errors or
omissions when identifying and articulation the
key concepts of the content. However, the student
demonstrates little understanding of the more
complex ideas and processes with major content
errors or omissions:
1 – Below Student demonstrated little
understanding of the simpler ideas and processes
and no understanding of the complex ideas and
processes. There are major errors or omissions
when identifying and articulation the key concepts
of the content:
PHYSICAL SCIENCE
Standard: 1.0 Understands the concepts of electricity and magnetism.
• Designs an electromagnet to construct a simple device (doorbell, electric motor)
• Designs and build simple series and parallel circuits.
• Builds a simple compass and uses it to detect magnetic effects.
• Recognizes that electric currents produce magnetic field and knows how to build a
simple electromagnet.
• Understands the role of electromagnets in the construction of electronic motors,
electric generators, and simple devices, such as doorbells and earphones.
• Recognizes that electrically charged objects attract or repel each other.
• Recognizes that magnets have two poles (north and south) and that like poles repel
each other while unlike poles attract each other.
• Recognizes that electrical energy can be converted to heat, light, and motion.
• Differentiates between a series circuit and a parallel circuit.
• Describes the use of a compass.
• Understands that electric currents produce magnetic fields.
• Identifies and electromagnet.
• Understands that magnets can repel or attract each other.
• Explains that sources of stored energy take many forms (e.g. food, fuel, batteries)
• Describes how a simple circuit moves electrical energy.
• Lists examples of items that use electricity.
• Identifies a compass.
• Demonstrates that magnets can be used to make some objects move.
SFUSD credits the Sunnyvale School District for its district rubrics.
4th Grade San Francisco Unified School District
STANDARDS BASED REPORT CARDScience Rubrics
PERFORMANCE LEVEL PERFORMANCE DESCRIPTION SCORE KEY
4Exceeds
3Meets
2Approaching
1Below
4 – Exceeds In addition to “Meets”, student
demonstrates the use of inferences and
applications that are in depths or beyond what
was taught:
3 – Meets In addition to “Approaching”, students
demonstrated consistent understanding of the
simple and complex ideas and processes. There
are no major errors or omissions when identifying
and articulation the key concepts of the content:
2 – Approaching In addition to “Below”, student
demonstrates understanding of the simple ideas
and process, there are no major errors or
omissions when identifying and articulation the
key concepts of the content. However, the student
demonstrates little understanding of the more
complex ideas and processes with major content
errors or omissions:
1 – Below Student demonstrated little
understanding of the simpler ideas and processes
and no understanding of the complex ideas and
processes. There are major errors or omissions
when identifying and articulation the key concepts
of the content:
LIFE SCIENCE
Standard: 2.0 Understands that all organisms need energy and matter to live and grow.
• Draws conclusions between predator prey relationships in a given ecosystem.
• Explains that plants are the primary sources of matter and energy entering most food
chains.
• Explains how producers and consumers are related in food chains and food webs and
may compete with each other for resources in an ecosystem.
• Explains how decomposer recycles matter from dead plants and animals.
• Explains how ecosystem are characterized by their living and nonliving components.
• Develops a food web/chain given pictures of plants and animals.
• Identifies examples of producers, consumers, herbivores, carnivores, omnivores, and
decomposers.
SFUSD credits the Sunnyvale School District for its district rubrics.
4th Grade San Francisco Unified School District
STANDARDS BASED REPORT CARDScience Rubrics
PERFORMANCE LEVEL PERFORMANCE DESCRIPTION SCORE KEY
4Exceeds
3Meets
2Approaching
1Below
4 – Exceeds In addition to “Meets”, student
demonstrates the use of inferences and
applications that are in depths or beyond what
was taught:
3 – Meets In addition to “Approaching”, students
demonstrated consistent understanding of the
simple and complex ideas and processes. There
are no major errors or omissions when identifying
and articulation the key concepts of the content:
2 – Approaching In addition to “Below”, student
demonstrates understanding of the simple ideas
and process, there are no major errors or
omissions when identifying and articulation the
key concepts of the content. However, the student
demonstrates little understanding of the more
complex ideas and processes with major content
errors or omissions:
1 – Below Student demonstrated little
understanding of the simpler ideas and processes
and no understanding of the complex ideas and
processes. There are major errors or omissions
when identifying and articulation the key concepts
of the content:
LIFE SCIENCE
Standard: 3.0 Understands that organisms are interdependent on each other and the environment.
• Develops a representation of a local ecosystem including living and nonliving parts.
• Compares and contrasts different ways that living things compete for resources.
• Explains how in any particular environment some kinds of plants and animals survive,
some survive less well and some cannot survive at all.
• Explains how many plants and animals depend on one another.
• Explains that most microorganisms are beneficial and do not cause disease.
• Matches living and nonliving parts to a given ecosystem.
• Defines population, community and competition.
• Lists living and nonliving parts of an ecosystem.
• Identifies basic needs for plant and animal survival.
SFUSD credits the Sunnyvale School District for its district rubrics.
4th Grade San Francisco Unified School District
STANDARDS BASED REPORT CARDScience Rubrics
PERFORMANCE LEVEL PERFORMANCE DESCRIPTION SCORE KEY
4Exceeds
3Meets
2Approaching
1Below
4 – Exceeds In addition to “Meets”, student
demonstrates the use of inferences and
applications that are in depths or beyond what
was taught:
3 – Meets In addition to “Approaching”, students
demonstrated consistent understanding of the
simple and complex ideas and processes. There
are no major errors or omissions when identifying
and articulation the key concepts of the content:
2 – Approaching In addition to “Below”, student
demonstrates understanding of the simple ideas
and process, there are no major errors or
omissions when identifying and articulation the
key concepts of the content. However, the student
demonstrates little understanding of the more
complex ideas and processes with major content
errors or omissions:
1 – Below Student demonstrated little
understanding of the simpler ideas and processes
and no understanding of the complex ideas and
processes. There are major errors or omissions
when identifying and articulation the key concepts
of the content:
EARTH SCIENCE
STANDARD: 4.0 Understands the concept that rocks and minerals reflect the processes that formed them.
• Researches different geographic locations around the world where different minerals
are found.
• Differentiates igneous, sedimentary, and metamorphic rocks by referring to their
properties.
• Explains the rock cycle (written or with a diagram).
• Identifies common rock forming minerals (including quartz, calcite, feldspar, mica,
and hornblende ) and ore minerals by using a table of diagnostic properties.
• Recognizes igneous, sedimentary, and/or metamorphic rocks.
• Labels parts f the rock cycle given a diagram.
• Lists the properties of minerals (luster, color, streak, etc.)
• Lists the physical properties of different kinds of rocks.
• Lists adjectives to describe different minerals.
SFUSD credits the Sunnyvale School District for its district rubrics.
4th Grade San Francisco Unified School District
STANDARDS BASED REPORT CARDScience Rubrics
PERFORMANCE LEVEL PERFORMANCE DESCRIPTION SCORE KEY
4Exceeds
3Meets
2Approaching
1Below
4 – Exceeds In addition to “Meets”, student
demonstrates the use of inferences and
applications that are in depths or beyond what
was taught:
3 – Meets In addition to “Approaching”, students
demonstrated consistent understanding of the
simple and complex ideas and processes. There
are no major errors or omissions when identifying
and articulation the key concepts of the content:
2 – Approaching In addition to “Below”, student
demonstrates understanding of the simple ideas
and process, there are no major errors or
omissions when identifying and articulation the
key concepts of the content. However, the student
demonstrates little understanding of the more
complex ideas and processes with major content
errors or omissions:
1 – Below Student demonstrated little
understanding of the simpler ideas and processes
and no understanding of the complex ideas and
processes. There are major errors or omissions
when identifying and articulation the key concepts
of the content:
EARTH SCIENCE
STANDARD: 5.0 Understands the concept that wind and water shape and reshape the Earth's surface.
• Creates a graphic representation to describe the various ways that rocks and land
are changed.
• Described forces outside of nature that break down rocks and/or reshapes the land.
• Describes how changes in the earth are due to slow and rapid processes.
• Describes the natural processes that cause rocks to break down in to smaller pieces.
• Describes how moving water erodes landforms and reshapes the land.
• Lists the various ways that rocks are broken down into smaller pieces.
• Lists the ways in which water reshapes the land.
• Defines weathering, transport, deposition, landforms, erosion, landslide.
SFUSD credits the Sunnyvale School District for its district rubrics.
4th Grade San Francisco Unified School District
STANDARDS BASED REPORT CARDScience Rubrics
PERFORMANCE LEVEL PERFORMANCE DESCRIPTION SCORE KEY
4Exceeds
3Meets
2Approaching
1Below
4 – Exceeds In addition to “Meets”, student
demonstrates the use of inferences and
applications that are in depths or beyond what
was taught:
3 – Meets In addition to “Approaching”, students
demonstrated consistent understanding of the
simple and complex ideas and processes. There
are no major errors or omissions when identifying
and articulation the key concepts of the content:
2 – Approaching In addition to “Below”, student
demonstrates understanding of the simple ideas
and process, there are no major errors or
omissions when identifying and articulation the
key concepts of the content. However, the student
demonstrates little understanding of the more
complex ideas and processes with major content
errors or omissions:
1 – Below Student demonstrated little
understanding of the simpler ideas and processes
and no understanding of the complex ideas and
processes. There are major errors or omissions
when identifying and articulation the key concepts
of the content:
INVESTIGATION AND EXPERIMENTATION
STANDARD: Uses the scientific method to develop questions and performs investigations.
• Creates a plan for conducting a scientific investigation.
• Analyzes the conclusions made based on the results of a scientific investigation.
• Differentiates observation from inference (interpretation).
• Measures and estimates the weight, length, or volume of objects.
• Formulates and justifies predictions based on cause and effect relationships.
• Conducts multiple trials to test a prediction and draws conclusions about the
relationships between predictions and results.
• Constructs and interprets graphs from measurements.
• Follows a set of written instructions for a scientific investigation.
• Conducts one trial to test a prediction.
• Records data on a graph.
• Identifies appropriate conclusions for a set of data.
• Recognizes the steps in the scientific method.
SFUSD credits the Sunnyvale School District for its district rubrics.
5th
Grade San Francisco Unified School District
STANDARDS BASED REPORT CARDPhysical Education
Rubrics
PERFORMANCE LEVEL PERFORMANCE DESCRIPTION SCORE KEY
4Exceeds
3Meets
2Approaching
1Below
4 – Exceeds In addition to “Meets”, student
demonstrates the use of inferences and
applications that are in depths or beyond what
was taught:
3 – Meets In addition to “Approaching”, students
demonstrated consistent understanding of the
simple and complex ideas and processes. There
are no major errors or omissions when identifying
and articulation the key concepts of the content:
2 – Approaching In addition to “Below”, student
demonstrates understanding of the simple ideas
and process, there are no major errors or
omissions when identifying and articulation the
key concepts of the content. However, the student
demonstrates little understanding of the more
complex ideas and processes with major content
errors or omissions:
1 – Below Student demonstrated little
understanding of the simpler ideas and processes
and no understanding of the complex ideas and
processes. There are major errors or omissions
when identifying and articulation the key concepts
of the content:
STANDARD: Demonstrates gross motor and movement skills
(Specified standard for grade level in rubric below, use stage of progress for scoring on the report)
• Sets personal goals for increasing gross motor and movement skills and consistently
works toward these goals.
• Successfully teaches others the target skills using appropriate explanation and
instruction.
• Demonstrates skills while engaged in a game or activity with others, as appropriate.
• Jumps for height, using proper take off and landing form.
• Jumps for distance, using proper take off and landing form.
• Understands use of applying and receiving force when jumping for height and
distance.
• Jumps for height, attempting proper take off and landing form.
• Jumps for distance, attempting proper take off and landing form.
• Jumps for height.
• Jumps for distance.
SFUSD credits the Sunnyvale School District for its district rubrics.
5th
Grade San Francisco Unified School District
STANDARDS BASED REPORT CARDPhysical Education
Rubrics
PERFORMANCE LEVEL PERFORMANCE DESCRIPTION SCORE KEY
4Exceeds
3Meets
2Approaching
1Below
4 – Exceeds In addition to “Meets”, student
demonstrates the use of inferences and
applications that are in depths or beyond what
was taught:
3 – Meets In addition to “Approaching”, students
demonstrated consistent understanding of the
simple and complex ideas and processes. There
are no major errors or omissions when identifying
and articulation the key concepts of the content:
2 – Approaching In addition to “Below”, student
demonstrates understanding of the simple ideas
and process, there are no major errors or
omissions when identifying and articulation the
key concepts of the content. However, the student
demonstrates little understanding of the more
complex ideas and processes with major content
errors or omissions:
1 – Below Student demonstrated little
understanding of the simpler ideas and processes
and no understanding of the complex ideas and
processes. There are major errors or omissions
when identifying and articulation the key concepts
of the content:
STANDARD: Demonstrates fine motor and manipulative skills.
(Specific standards for grade level in rubric below, use stage of progress for scoring on the report card)
• Sets personal goals for increasing fine motor and manipulative skills and consistently
works toward these goals.
• Successfully teachers others the target skills using appropriate explanation and
instruction.
• Demonstrates skills while engaged in a game or activity with others, as appropriate.
• Enters, jumps, and leaves a long rope turned by others.
• Throws and catches an object underhand and overhand while avoiding an opponent.
• Fields a groundball.
• Dribbles with hands and feet while avoiding an opponent.
• Serves a ball over a net using underhand movement pattern.
• Jumps a long rope turned by others and either enters or leaves while it’s turning.
• Throws and catches an object underhand and overhand.
• Attempts to field a groundball.
• Dribbles with hands and feet.
• Serves a ball.
• Jumps a rope turned by others (begins when rope is not turning).
• Throws or catches a ball.
SFUSD credits the Sunnyvale School District for its district rubrics.
5th
Grade San Francisco Unified School District
STANDARDS BASED REPORT CARDPhysical Education
Rubrics
PERFORMANCE LEVEL PERFORMANCE DESCRIPTION SCORE KEY
4Exceeds
3Meets
2Approaching
1Below
4 – Exceeds In addition to “Meets”, student
demonstrates the use of inferences and
applications that are in depths or beyond what
was taught:
3 – Meets In addition to “Approaching”, students
demonstrated consistent understanding of the
simple and complex ideas and processes. There
are no major errors or omissions when identifying
and articulation the key concepts of the content:
2 – Approaching In addition to “Below”, student
demonstrates understanding of the simple ideas
and process, there are no major errors or
omissions when identifying and articulation the
key concepts of the content. However, the student
demonstrates little understanding of the more
complex ideas and processes with major content
errors or omissions:
1 – Below Student demonstrated little
understanding of the simpler ideas and processes
and no understanding of the complex ideas and
processes. There are major errors or omissions
when identifying and articulation the key concepts
of the content:
STANDARD: Demonstrates balance and coordination
(Specific standards for grade level in rubric below, use stage of progress for scoring on the report card).
• Creates a variety of complex group balance stunts by distributing weight and base of
support.
• Performs simple small group balance stunts by distributing weight and base of
support.
• Attempts simple small group balance stunts by distributing weight and base of
support.
• Attempts simple small group balance stunts by distributing weight and base of
support.